A synthesis of the research literature was conducted from 2004 to 2014 on interventions designed to build oral reading fluency for elementary students with learning disabilities (LD). An extensive search yielded a total of 12 intervention studies. Among the 12 studies, the majority (n = 9) implemented repeated reading with or without a model. Findings from this synthesis indicate that there may be no differential effects between repeated reading with or without a model for improving oral reading fluency of elementary students with LD. In addition, findings suggest that elementary students with LD may benefit from video modeling or word/phrase-based practices that provide opportunities to repeat misread words or phrases with words incorrectly read during the initial reading.
Kim, M. K., Bryant, D. P., Bryant, B. R., & Park, Y. (2016). A synthesis of interventions for improving oral reading fluency of elementary students with learning disabilities. Preventing School Failure: Alternative Education for Children and Youth. Advance online publication. doi:10.1080/1045988X.2016.1212321